Blended Learning Checklist for teachers

Before the course

Course Overview

• Ceate a short welcome message or video to introduce yourself, the teaching team, and the course.
• Provide instructions for using the online environment (e.g., Moodle, Zoom) to support learning and progress.
• Describe learning outcomes and connections between activities and assessments. Upload or hyperlink the course outline or syllabus.
• Design the online course layout to reflect your teaching approach (e.g., organised by weeks, topics, or themes)

Course Alignment

It is essential for teachers to align their course objectives and teaching strategies with the Outcomes-Based Approach to Teaching and Learning (OBATL), the Qualifications Framework (QF), and the Programme Intended Learning Outcomes (PILOs) established by Lingnan University. This alignment ensures that the educational experiences provided are coherent and relevant, enhancing student learning outcomes.

For more information, please refer to the following links:

• Outcomes-Based Approach to Teaching and Learning (OBATL): Outcomes-Based Approaches to Teaching and Learning | Teaching and Learning Centre (ln.edu.hk)
• OBATL Resource Repository: OBATL Resource Repository | Teaching and Learning Centre (ln.edu.hk)
• Qualifications Framework (QF):  QF Level | HKQF
• Programme Intended Learning Outcomes (PILOs): Programme Aims & Programme Intended Learning Outcomes (PILOs) | Office of the Core Curriculum (ln.edu.hk)

Communication

• Ensure teaching team contact details are current and accessible (names, methods, hours).
• Set expectations and guidelines for communication frequency and response times.
• Provide links to essential and online reading lists for students

Assessment

• Verify that all assessment instructions and information are up-to-date, including feedback and grading processes.
• Clearly display assessment criteria and rubrics by uploading or hyperlinking to your Moodle course.

During the course

Course Content

• Provide clear and meaningful descriptions and titles for resources to facilitate student access.
• Include relevant task durations and specify compulsory or optional resources.
• Utilize a variety of content formats (e.g., documents, videos, audio, links).

Synchronous Teaching

• Integrate interactive elements (e.g., breakout rooms, polls) into live sessions to promote dialogue and participation.
• Allocate time in advance to troubleshoot technical issues and ensure students have access to necessary technology.
• Establish clear guidelines for student participation in the synchronous environment, including cameras and chat facilities.

After the course

Synchronous teaching

• Use tools like Panopto to upload and share recording of sessions with all students.

Evaluation and Feedback

• Gather feedback on the use of GAI in the course to inform future practices and improvements.